SYSTEMS PSYCHOLOGY
AND SOCIOLOGY

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 THE SYSTEM OF SOCIAL INTERACTION AND HOMESCHOOLED HIGH-SCHOOL STUDENTS’ SELF-ESTEEM

T. A. Shilova,

L. I. Kostereva,

MCU, Moscow

The article discusses the problem of social interaction and high-school students’ self-esteem in a system of homeschooling. The issue of psychological support in the system of homeschooling is also presented. The attention is paid to the features of students’ interactions with teachers, peers and the role of the system of social interaction and its relationship to students’ self-esteem is also defined. The article presents the research data about communication attitude, self-esteem and some individual components of personality (such as introversion, self-confidence, self-acceptance and other) in eighty high school students aged 15-18 years, enrolled in comprehensive school and home-based education. The study has found several key differences in self-esteem and the level of sociability in high-school students and homeschooled high-school students. Homeschooled high-school students are prone to low self-esteem, lack of self-confidence and social withdrawal. They are also characterized by low-level of sociability and lack of communication skills to build a positive interaction with peers. The revealed results allow to define a line of work for homeschooled students’ psychological support.

Keywords: system and activity approach; high-school students; homeschooling; social interaction; self-esteem; psychological support; psychological counseling; developing communication skills; integration of students.

For citation:

Shilova T. A., Kostereva L. I. The system of social interaction and homeschooled high-school students’ self-esteem // Systems psychology and sociology. 2017. № 3 (23). P.

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